Definition of Duty: Legal Obligation or Moral Responsibility?

A few weeks back, Chris Brennan posted about Synergetic Digital Citizenship which resulted in an interesting conversation about the definition of duty when it comes to who teaches digital citizenship and how it is prioritized in the world of education. A quote from his post was particularly insightful to me:

“However, duty can be viewed through two visions where one focuses on a legal obligation that needs to be completed, and the other an embodied moral responsibility to hold. ”

Where does media literacy fit into this divided vision of duty? We learned a lot about the emerging challenges of teaching media literacy in light of the “infodemic” we are experiencing. We also learned about strategies to implement these teachings from school transformation and systemic change lens from superintendent Chris Kennedy.

One thing is clear: “If the world is going to stop deliberate or unintentional misinformation and its insidious effects, we need to radically expand and accelerate our counterattacks, particularly human-centered solutions focused on improving people’s media and information literacy” (Lord & Vogt, 2018).

Near the beginning of our course, we listened to Mo Gawdat speak about how we are over 10 years late on policy development around digital technologies and AI. I see the relevance of his assertion, particularly when considering the absence of lawful paths one can take when victimized by fake news, deep fakes, disinformation etc. Many of us are relying on the system to protect us, but little do we know that the system has installed “guardrails” sporadically and haphazardly. It is really up to us to “drive” with alert attention to our surroundings.

Anna, Chris and Lisa shared valuable and thought provoking information this week about how we might do so. Critical thinking skills are more important than ever so that we can maintain an open and skeptical mind, challenge confirmation bias and recognize mis/disinformation. “Filter Bubble” was a new term for me this week, and I see its relevance everywhere from the social media platforms I use to the TV I watch. It is comforting however, as Lisa mentioned, that there is evidence that when you alert people to their biases, they succumb to them less.

Throughout this course, we’ve discussed ways to integrate important instruction on digital citizenship and media literacy into everyday teaching, but it was refreshing to hear from Chris Kennedy on his perspective of school transformation, systemic change and see his vision of duty apparent in his approach to this important topic. I’ve always heard the old sayings from teachers that have been in education for a while “don’t throw the baby out with the bathwater because this is just another pendulum swing.” However, Chris’s approach to systemic change surprised me. He is not simply powering forward with one new technologically savvy idea. While he is advocating for digital access for all, at the same time he is advocating for physical literacy and play, alongside other traditional educational experiences/values. It seems beautifully balanced. The Traditional vs. Modern debate have forever contrasted one another, and I think we are all tired of divisive ideas. Through Chris’s leadership, each concept has its place as part of a wholistic approach that is accessible to everyone.

Key Takeaways 

• Investing in human capital is more important than ever, even in the absence of legal obligation to do so.
• Meaningful implementation requires more than just teacher initiative and a sense of moral responsibility — systemic change is critical.

 

What is your vision of duty for implementing instruction on digital citizenship and media literacy?